Student attitudes toward the use of games to promote learning in the large classroom setting

ObjectiveTo evaluate student attitudes toward the use of games to promote learning when introducing the students to a brand new subject topic prior to a lecture, when reviewing a previously taught subject topic, or when being used as the sole method for teaching a new subject topic.Design“Who Wants to Be a Millionaire®”, “Jeopardy®”, and “Survivor®” games were utilized as a component of three of nine lectures in an advanced psychiatric pharmacy elective course. These games either replaced or supplemented traditional didactic lecture. A survey was administered during the final course session. Survey items ascertained if the games effectively introduced, reviewed, or taught different psychiatric topics. Survey items also assessed student attitudes toward learning style, group selection and availability of prizes.AssessmentThe majority of the students agreed that games were an effective way to promote learning when introducing and reviewing a topic. However, students indicated that they learn more from a traditional lecture versus a game format.ConclusionUsing games as an adjunct to traditional lecture in the large classroom setting may be effective when introducing or reviewing a subject. Additional studies that assess the value of the game methodology when teaching a new subject need to be conducted.